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Motivational Leadership Applied Eyl Adults

ADDRESS ADULT MOTIVATION:

BY ZAINURRAHMAN (2010)

ArticleBase publication

Adult English Department of Applied motivation for young students

Zainurrahman

In the process of learning, especially English for younger students, motivation is one aspect to be considered important by teachers. Motivating Young Students is a kind of gift that should be maintained, developed and directed by professor and adults. This document is intended to introduce Adult Directorate motivation (AMD) as an assistant to teach the language of younger students, especially English.

What is the motivation?

Motivation, as defined in the Oxford Dictionary, is defined basically as the reason for which is taken by someone to do something. McDonald (1959:74-75) gives examples of how motivation can be understood. First, let's say, Nathan wants to achieve "A" grade in grammar English because it has failed the last semester. Secondly Julia wants to be English teacher so she is now learning to teach English perfectly. As soon as the motivation of the students, both Nathan and Julia to learn why the topic is different. Both are motivation, however, both are different. Nathan motivation concern stems from its failed again, something that comes from your experience or course not. Meanwhile, Julia's motivation comes from their expectations have certain properties, in this case an English teacher for younger students. Julia's motivation is, of course, built from their expectations. From these examples simply be assumed that at least two types of motivation: external (Nathan) and internal motivation (Julia).

The motivation is observable behavior from the person. What the person wants to do and how the person doing it. Motivation is the energy of learning and should be maximized and optimize both student and teacher. Motivation is the energy of change in behavior and should be addressed. However, this case is different if the student is a young student. They know they are motivated, but of course I do not understand how to use the motivation to maximize and optimize the learning process. Here, adults play an important role for direct student motivation and direction of the young is called "Adult address motivation" or AMD.

Type and components of motivation

As mentioned above there is an external motivation (EM) and internal motivation (IM). EM is based unnatural by the use of external reasons, such as value, grade, gifts, money, gold, occupation, etc.. Meanwhile, IM is built naturally and closely related to learning styles and individual characteristics such as introvert, extrovert, visual, auditory, kinesthetic body, ambition and so on. However, it is possible that a person has MS and instant messaging, but it depends on what you are doing or what he wants is to be achieved. The type of motivation is largely depended on the target and the type of activity you are doing.

Components of motivation, as mentioned by McDonald (1959:79), consist in the internal and external components. Internal component is the change that occurs in the person, the state of dissatisfaction, or psychological stress. The external is what the person wants, the goal toward which their behavior is directed.

McDonald seems that the motivation associated with the satisfaction and dissatisfaction of the person. It seems that the motivation is purely psychological case. Person who has the satisfaction within a certain behavior is repeated behavior to achieve the aim in particular is needed, and the person with the dissatisfaction in the behavior of certain behaviors to avoid in particular the goal is necessary. In this case, it is obvious that the person who has the motivation (EM or IM) should know how to behave, what is your need and how to achieve the target (or avoid repeat certain behavior), and also how to improve or change their learning strategy and so on. However, the case will be different if the student is that children or younger students. Again, the teacher and adult (a teacher or adult) should lead them, through the use of their motivation.

Indicating motivating children

As mentioned before the motivation can be seen personally, and it will be different from person to person, from one activity to another and from one goal a. Here, the point emphasized is the learning style of children. Teacher must know the students, and their children, because they are different in some terms (Caroline, 2003). How do you know? Teacher can visually observe their students, sometimes the test will be valuable before stating motivation of children. The most important consideration suggested by Caroline (2003:21) is that the teacher should know that children are (mentally) active students, than trying to find meaning and purpose of the activities presented to them. In considering the statement, the teacher is prohibited from placing children as learners liabilities that just sit, listen and do what the teacher asks.

Children are different in some terms, here we put the difference in age and style learning to help you in the motivation of children. It is possible that the teacher can build children's motivation and will not be classified as EM or IM, but both EM and IM. Motivation is built by the master integrated learning motivation (ILM). This will encourage and guide students effective learning, especially language learning.

Children between the ages and ILM

Children are different terms of age. They behave differently and learn something different. On the other hand, they also do something different. However, such is not the case, the fact is that the extent their cognitive ability to work well in a certain age. Piaget (1981) distinguishes children's cognitive development into four stages, namely sensorimotor (0-2 years), pre-operational (2-7 years), concrete operations (7-11 years) and formal operational (11-15). Piaget outlined four stages of cognitive development as follows (Suparno, 2001:25):

Ages Stages of Development Features

0-2 years sensorimotor action step by step, based on

Operation pre-2-7 years The use of symbols / signs intuitive concept of language

Concrete-reversible logic operation 8-11 years

Formal 11-15 years operation abstract hypothetical deductive and inductive logic

It looks different to the scheme presented by Mooney (2000:64) as follows:

Age

Birth-18 months

Stage

Sensory-motor

Behaviors

Learning through meaning

Learning through reflection

Handle materials

Age

18 months-6 years

Stage

Before the operation

Behaviors

Form ideas based on their perceptions

You can only concentrate on one variable at a time

The generalization based on limited experience

Age

6 years-12 years

Stage

Concrete-operation

Behaviors

Of ideas based on reasoning

Limited thinking to objects and family events

Age

12 years old

Stage

Formal operation

Behaviors

Think conceptually

Thinking hypothetically

McCloskey (2002) is to simplify the classification of children Piaget's cognitive development (and develop and give examples) as follows:

Sensory-motor children physically interact with (in) the environment and develop the idea about how the things. I consider this as an indication that at this stage children should be taught physics, means that children should be included and participate directly. We to touch, see, hear, smell and so on.
Before surgery, children are not able to think abstractly, but need situation specifically to the idea of process. Before the operation is the continuation of the sensory-motor stage, where children can interact with concrete objects. However, can not think abstractly the object, which can mimic a tree of their processing, while seeing it, but you can get without seeing it.
Concrete-operation: children have enough experience to begin to conceptualize and make some abstract problem solving, but still learn best by doing. Since then of the previous stage, children begin to abstract the object, which can draw trees without looking at the same time. However, this stage is considered by Piaget as trial and error stage, means that children are not yet able to do perfectly.
Formal operational: children are able to use abstract thinking as adults. At this stage, children are perfectly constructed for the environment and interaction with objects at a time.

It seems that the "abstraction" is the main meter used by Piaget to children in the state of cognitive development. More mature children is the most capable to abstract things. However, language learning, we need to specify our approach and if necessary, we also created a new understanding of the Suggested ages and learning.

Now, turn the state of children's motivation. By paying attention to earlier stages, it can be assumed that:

- Sensory-motor: children are motivated to learn physical object: ball, stick, key boxes, things with shapes and colors, etc..

- Before Operation: children are motivated to learn with a particular object and Fitness: sight, sound, gesture, number and so on.

- Concrete-operation: children begin to be motivated to learn abstract things: to compose words and sentences, guess the name of the sound, the learning of calculus, and singing and on.

- Formal Operation: children are able to do the tasks given by the adults and the use of concrete and abstract things, like adults. Here adults can use a large number of objects to teach language to children.

It is now obvious that children of a certain age, need motivation integrated learning by adults built differently. Adults should be creative in building motivation and education of children through the use internal components and external motivation.

The role of adults in language development

Children development knowledge is strongly influenced by the interaction and participation in the environment where the learning process takes place. Although some children develop As for what Piaget called assimilation and accommodation process, mostly adults play an important role in helping children to develop.

Vygotsky (1896-1934) ie, influential work Zone of Proximal Development (ZPD) has a significant impact in the field of education. Mooney (2000:83) to explore the ZPD as follows:

Vygotsky defined this (zone of proximal development, Ed) as the distance between the most difficult task a child can do alone, and the task more difficult for a child can do with the help of ... believed that a child on the verge of a new concept of learning can benefit from interaction with a teacher or a classmate.

Children in the learning process should be placed as part of society, part of the environment and part of the learning object itself. Children should be placed in the world, imaginary or real world depends on you. It is important because social experience, as a result of children's interaction with the object and the children learned staff can not be separated (Mooney, 2000:84). Adults, as part of the learning environment that surrounds children play important role in supporting children's learning process, especially in the language learning process. Adults should encourage children to create language, and respond using it. It is necessary because children less competition in adults assisted learning will develop at a higher level, Vygotsky call the development of real competition to potential competition.

In relation to children's learning motivation is obvious to see that an adult should be noted what kind of children they treat. They may have different ages, social status, their preferred way, learning style and strategy and so on. If Children are visual, and then an adult should use visual object and, if children are audio, and then an adult should use audio objects.

Address Adult Motivation

Adults direct children of teaching-learning process. Children do not accept what adults say and take full, but to do what adults say that they can understand. Because children make sense for all the interacting objects. Therefore, the most important role of adults is the address of the children and teach (integrated) completely. So, adults should know their children. Old, Harmer (2002:82) suggest follows:

While students who are 10 and 11 years old as games, puzzles and song, those between 12 and 13 years of age, the activities around the dialogues, question and answer activities and matching exercises more.

Age is not the only aspect that must be observed by adults, but differences of students as described by other Harmer (2002:85) that are different is the ability and intelligence. Some children have different natural abilities (indigo is not included here), some of them may be good in the display and some of them may be good in others. Some of them may have multiple intelligences and some of them may only have individual intelligence. Willing (in Harmer, 2002:88) say at least four categories of students as follows:

- The converged: they are students who are by nature solitary, prefers to avoid the groups, and are independent and confident in their own abilities. The most important thing is that analytical structures can improve their own learning. They tend to be cold and pragmatic.

- Compliance: These are students who chose to focus on learning "the language" more than learning to use it. They tend to be dependent on the authorities and was very happy to work in non-communicative classroom, doing what they say. A conformist is one classroom rather see well-organized teachers.

- The individual students, even though they are like conformists, who also enjoy the social aspects of learning and they like to learn from direct experience. They are interested in language as communication rather than language as a system. They enjoy work and play class group.

- Students of communication: it is oriented language use. They feel comfortable outside of class and show a degree of confidence and a willingness to take risks than their colleagues may lack. They are much more interested in social interaction with other speakers of the language than they are with the analysis of how language works. They are perfectly happy to operate without the guidance of a teacher.

By observing of the students (younger students) individual differences, it is expected that adults are able to manage their learning and most importantly, what motivated Integrated Learning should be built. Considering that, creatively, adults and teacher (vice versa) can employ strategies, objectives and ways to teach students younger effectively. Adult address motivation, finally, you can illustrate this: see chart ...

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Illustration of AMD (AMD revised http://zainurrahmans.wordpress.com )

This example is the end of this work, the reader is expected to develop this theory, then test and revise if necessary.

References

Cameron,. L. (2001) language teaching to children and young people in New York. Cambridge University Press.

Harmer, J. 2002. The practice of English Language Teaching. Pearson. Longman

McCloskey, 2002. Seven Principles of instruction for teaching Young Learners of English. TESOL Symposium. San Diego

McDonald. FJ 1959. Psychology of Education. Wadsworth Publishing co., Inc

Mooney, Carol Garhart. 2000. Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. Redleaf Press.

Suparno, Paul. DR. 2001. Kognitif Perkembangan Theory Jean Piaget. Penerbit Kanisius.

See also the writings on Zainurrahman Ideolinguistics, Pragmatics, research paradigm, literature, philosophy of language, metaphysics, philosophy, and so on.

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Please To cite this illegal! Avoid plagiarism!

About the Author

Zainurrahman, was born on March, 5th 1983 in Ternate (An Island in North Maluku, Eastern Indonesia). He is an English Lecturer and a creative writer. He has written more than ten ebook titles that can be downloaded on http://zainurrahmans.wordpress.com and/or http://majelisaljabbar.wordpress.com

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